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Nevada Department of Education Cox, David M ES  2018-2019

Clark County School District

School Performance Plan  

School Name
Cox, David M ES

Address (City, State, Zip Code, Telephone):
280 Clark Dr
Henderson, NV  89074-1200, 7027995730

Superintendent/Assistant Chief: Pat Skorkowsky / Jeff Horn 

For Implementation During The Following Years: 2018-2019 

The Following MUST Be Completed:

Title I Status: NA

Designation: NA

Grade Level Served: Elementary

Classification: 4 Star

NCCAT-S: Initial

Please ensure that the following
*1 and 2 Star Schools Only: documents will be available upon request ☐ Use of Core Instructional Materials ☐ Scheduling ☐ Model School Visits
Members of Planning Team * ALL Title I schools must have a parent on their planning team that is NOT a district employee.

Name of Member Position Name of Member Position
Todd Nash Parent Kristy Jensen-Coleman Parent
Richard Friesz Parent Tara Imboden Principal
Erica Silas Assistant Principal Michelle Niewinski Parent
Rebecca Anderson Teacher Lois Husney Teacher
Jamie Hannah Teacher Ana Pisano Teacher
James Orth Teacher Linda Beatty RBG3 Learning Strategist

Last Date Review/Revised By Planning Team - 02/23/2018 Page 1 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Cindy Klein ECSE Teacher

Last Date Review/Revised By Planning Team - 02/23/2018 Page 2 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

COMPONENT I: COMPREHENSIVE NEEDS ASSESSMENT (CNA)  

DATA REVIEWED & ANALYZED:

Based on your schools NSPF results, identify what additional data have been reviewed and analyzed in development of the SPP.

School Data For General Education
English Language Learner (ELL) Data Special Education Data
Including FRL
Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF) Nevada School Performance Framework (NSPF)
Interim Assessments AMAOs/ELPA Analysis Individualized Education Programs (IEP)
Statewide Assessments Teacher/Administrator Observation Data Achievement Gap Data
Summative Assessments Placement (Proficiency Levels) Teacher/Administrator Observation Data
Teacher/Administrator Observation Data NA NA
Other: Other: Other:
Other: Other: Other:

Summary Statement: Please provide a brief description for how the analyzed data will impact your Inquiry and Action Planning process.
Students in grades three through five achieved as measured by the 2018 state assessments XX% for reading proficiency and a measure of XX% for math proficiency. Data analyzed and
monitored for students within the subgroups ELL and IEP (not excluding students not proficient outside of the three listed subgroups) will determine what targeted interventions need to be
completed in order to increase growth and achievement specifically within Math. Students within the IEP subgroup achieved as measured by the 2018 state assessments XX% proficiency in
reading and XX% proficiency in math. Students within the LEP subgroup achieved as measured by the 2018 state assessments XX%% proficiency in reading and XX% proficiency in math.

Last Date Review/Revised By Planning Team - 02/23/2018 Page 3 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 1  

☑ General Education ☐ FRL ☑ ELL ☑ IEP ☐ Other
Based on the CNA, identify all that apply:

Priority Need/Goal 1:
All students will increase proficiency in Math from X% to X% as measured by the state summative assessments.
 
Root Causes:
Students within groups/subgroups are not provided targeted interventions within math which emphasis is placed on foundational reading skills (reading blending into mathematical concepts).
Continual analysis of math intervention groups within the groups/subgroups did not consistently take place. Continual analysis of student data and performance did not take place with fidelity.
Fourth and Fifth Grades did not have interim assessment as did primary grades to target deficiencies and plan for instruction.
 
Measurable Objective 1:
Increase the percent of proficiency within the general population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
 
Measurable Objective 2:
Increase the percent proficiency within the IEP subgroup population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
 
Measurable Objective 3:
Increase the percent proficiency within the ELL subgroup population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
 
 
 

Monitoring Status
On Task  
 

ACTION PLAN MONITORING PLAN

Action Step List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Monitoring
Resources and Amount Needed for Implementation
(please only list one action step Information (Data) that will verify the action
(people, time, materials, funding sources) Position Responsible Status
per box) step is in progress or has occurred.

1.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
All staff will receive updated Internet resources and programs for use at home (STAR, Learning Letters, newsletter resources, August 2018-June 2019. On Task
training on school-wide diagnostic AR, Math Facts in a Flash - PTA funding Front Row), technology sites for differentiated learning on Administration, teachers, counselor.
assessments to target instruction Informational print on providing extra instruction at website, PSTAPT beyond the annual Learning Fair in spring of 2019,
for the identified objectives. home with the NVACS. Technology support, PTA mandate, progress reports, updates on weekly newsletters, parents
Schedules developed for all staff to supported parent instructional days, Read by Grade 3 infinite campus, data sharing from classroom participating in PTA instructional
conduct intervention blocks with Team conducting Parent Literacy Nights. Technology and school to home. workshops, and Read by Grade 3
targeted students. and Math Nights for family engagement. Parent Literacy Nights.
Comments:
 

Last Date Review/Revised By Planning Team - 02/23/2018 Page 4 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Monitoring
Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible
Status

1.2 Family Engagement (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Provide continual support Internet resources and programs for use at home Letters about Math and ELA understanding, August 2018-May 2019. Grade Level Team, On Task
materials to parents on assisting (STAR, AR, Math Facts in a Flash - PTA funding PSTAPT throughout the year (more than CORE Team for planning Learning Fair,
students at home. Conduct a Front Row), Informational print on providing extra mandated by CCSD), take-home leveled Administration presenting at PTA meetings,
learning fair specifically instruction at home with the NVACS. Computer readers and internet resources, updating of Read by Grade 3 Team, monthly grade level
targeting ELA and Math loan support, PTA supported parent instructional grades on infinite campus including data meetings with administration to ensure that
sessions, provide access to our days, Read by Grade 3 Team conducting Parent sharing in newsletters. grades are being updated and parent
in-school technology programs Literacy Nights. Technology and Math Nights for communication is taking place.
at home. family engagement.
Comments:
 

1.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
Students within target subgroups receive Math/ELA instruction Scheduled intervention blocks, Interim assessments in all grades, August 2018-May 2019. On
during intervention blocks, differentiated instruction (targeting all technology software, instructional AIMSweb assessments, NVACS weekly Administration, Grade Level Team, Task
students scoring at or below 50th percentile as measured in the planning including collaboration between exams/quizzes, SBCT minutes, Read by Grade 3 Strategist,
AIMs diagnostic and the 40th percentile as measured by MAPS special education and general education benchmarking of targeted progress Specialists conducting
assessment), continual data analysis of weekly progress teachers. goals, monthly Leadership Team intervention, tutoring groups.
monitoring scores. meetings.
Comments:
 

1.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:
N/A

Comments:
 

Last Date Review/Revised By Planning Team - 02/23/2018 Page 5 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 2  

☑ General Education ☐ FRL ☑ ELL ☑ IEP ☐ Other
Based on the CNA, identify all that apply:

Priority Need/Goal 2:
Increase the Median Growth Percentile in ELA from X% to X% by 2019 as measured by the state summative assessments and reported on the Nevada School Performance Framework.
 
Root Causes:
Students within the targeted subgroups (high achieving, IEP, and ELL) are not provided specific interventions within ELA. Continual analysis of ELA intervention/progress within the stated
populations did not consistently take place within the grades which included technology integration within the CORE curriculum. There were not consistent analysis of student progress, data, nor
school-wide interim assessment programs. Materials and resources were not differentiated to increase rigor to all students and grade levels relied too heavily on textbook content to teach the
NVACS.
 
Measurable Objective 1:
Increase the Median Growth Percentile within ELA within the general student population in grades three through five from XX% to XX% as measured by the 2019 state summative assessments
and reported by the Nevada School Performance Framework.
 
Measurable Objective 2:
Increase the Median Growth Percentile within ELA within the IEP population subgroup in grades three through five from XX% to XX% as measured by the 2019 state summative assessments and
reported by the Nevada School Performance Framework.
 
Measurable Objective 3:
Increase the Median Growth Percentile within ELA within the ELL population subgroup in grades three through five from XX% to XX% as measured by the 2019 state summative assessments and
reported by the Nevada School Performance Framework.
 
 
 
 

Monitoring Status
On Task  
 

ACTION PLAN MONITORING PLAN

Resources and Amount Needed for
Action Step List Artifacts/Evidence of Progress: List Timeline, Benchmarks, and Monitoring
(please only list one action step Implementation Information (Data) that will verify the action
per box) step is in progress or has occurred. Position Responsible Status
(people, time, materials, funding sources)

2.1 Professional Development (Required) Continuation From Last Year: No NCCAT-S Indicators:

Last Date Review/Revised By Planning Team - 02/23/2018 Page 6 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

All staff will receive updated Read by Grade Three Strategist to provide early literacy AIMSweb, MAPS assessments, school-wide fact August 2018-June 2019, weekly RTI N/A
training on school-wide diagnostic interventions in grades K-2, community volunteers to practice integrated into weekly instruction, meetings, monthly grade level
assessments to target instruction provide tutoring to both primary and intermediate progress monitoring plans, attendance rosters meetings with administration,
for the identified objectives. students, block scheduling for targeted interventions by for intervention blocks. Student learning semester collaboration days.
Schedules developed for all staff classroom and resource room teachers. PTA and ELL goals/professional practice goals to be Administration, Read by Grade 3
to conduct intervention blocks funding for technology software programs related to reviewed throughout the school year. Team, Leadership Team, and GATE
with targeted students. both literacy and math. Addition of third computer lab. teacher are persons responsible.
Comments:
 

Monitoring
Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible
Status

2.2 Family Engagement (Required) Continuation From Last Year: No NCCAT-S Indicators:
Provide continual support Internet resources and programs for use at home Letters about Math and ELA understanding, August 2018-May 2019. Leadership Team, N/A
materials to parents on assisting (STAR, AR, Math Facts in a Flash - PTA funding PSTAPT throughout the year (more than CORE Team for planning Learning Fair,
students at home. Conduct a Front Row), Informational print on providing extra mandated by CCSD), take-home leveled Administration presenting at PTA meetings,
learning fair specifically targeting instruction at home with the NVACS. Literacy readers and internet resources, updating of Read by Grade 3 Team, monthly grade level
ELA and Math sessions, provide support, PTA supported parent instructional days, grades on infinite campus including data meetings with administration to ensure that
access to our in-school Read by Grade 3 Team conducting Parent Literacy sharing in newsletters. grades are being updated and parent
technology programs and at Nights. Technology and Math Nights for family communication is taking place.
home. engagement.
Comments:
 

2.3 Curriculum/Instruction/Assessment (Required) Continuation From Last Year: No NCCAT-S Indicators:
Students within target subgroups receive ELA instruction during Scheduled intervention blocks, Interim assessments in all grades, August 2018-May 2019. N/A
intervention blocks, differentiated instruction (targeting all technology software, instructional AIMSweb assessments, NVACS weekly Administration, Leadership
students scoring at or below 50th percentile as measured in the planning including collaboration between close readings, SBCT minutes, Team, Read by Grade 3
AIMs diagnostic and the 40th percentile as measured by MAPS special education and general education benchmarking of targeted progress goals, Strategist, Specialists
assessment), continual data analysis of weekly progress teachers. monthly Leadership Team meetings. conducting interventions.
monitoring scores.
Comments:
 

2.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:
N/A

Comments:
 

Last Date Review/Revised By Planning Team - 02/23/2018 Page 7 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

COMPONENT II: Inquiry Process & Action Plan Design- Priority Need/Goal 3  

☑ General Education ☐ FRL ☐ ELL ☐ IEP ☐ Other
Based on the CNA, identify all that apply:

Priority Need/Goal 3:
Increase percentage of school-based personnel trained in cultural competency.
 
Root Causes:
There is a need for training in the area of cultural competency as evidenced by the District student achievement gap data.
 
Measurable Objective 1:
100% of staff will participate in a mandatory site-based collaboration time to include cultural competency professional development session during the 2018-2019 school year as measured by
sign-in sheets.
 
 
 
 
 
 

Monitoring Status
On Task  
 

ACTION PLAN MONITORING PLAN

Resources and Amount
List Timeline,
Needed for List Artifacts/Evidence of Progress: Monitoring
Action Step
Information (Data) that will verify the action step Benchmarks, and
(please only list one action step per box) Implementation Status
is in progress or has occurred.
(people, time, materials, Position Responsible
funding sources)

3.1 Professional Development (Required) Continuation From Last Year: Yes NCCAT-S Indicators:
All staff will participate in a professional development session Training materials from Sign-in sheets, Teacher observation data (NEPF), The administration is N/A
provided by the District's Equity and Diversity Department school E&DD. continual review of professional practice responsible for ensuring
representative. Throughout the school year, counselor will provide goals/student learning goals as they apply to the this action step takes place.
training on instructional strategies with dealing with unmotivated cultural gap reduction.
students, students of poverty, and love & logic.

Comments:
 

Last Date Review/Revised By Planning Team - 02/23/2018 Page 8 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Action Step Resources and Amount Needed List Artifacts/Evidence Timeline and Position Responsible Monitoring Status

3.2 Family Engagement (Optional) Continuation From Last Year: NCCAT-S Indicators:
N/A
Comments:
 

3.3 Curriculum/Instruction/Assessment (Optional) Continuation From Last Year: NCCAT-S Indicators:
N/A

Comments:
 

3.4 Other (Optional) Continuation From Last Year: NCCAT-S Indicators:
N/A

Comments:
 
 

Last Date Review/Revised By Planning Team - 02/23/2018 Page 9 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

COMPONENT III: Budget Plan  

Provide the sources of funds your school is currently receiving and identify the purposes for which those funds are
COORDINATION OF FUNDS TO SUPPORT THE PLAN WITH OTHER PROGRAMS:
spent. Sources of funds may include General Budget, Title I , Title II, Title III, Migrant, Immigrant, Neglected & Delinquent, 21st Century After School Programs, Gear Up, IDEA, McKinney-Vento/Homeless,
Head Start, state-funded Pre-Kindergarten, Teacher Incentive Fund, Striving Readers, and other state/federal funds.

Source of Funds applicable to Priority Amount Received for this School Purposes for which funds are used (include targeted audience, specific
Applicable Goal(s)
Need/Goal Year activities, intended outcomes, etc.)
PTA $500.00 Training materials for Parent Literacy Nights provided by the Read by Grade 3 Team. Goal 2
PTA Funding $8,500.00 Lexia Software Program (AR, STAR, and Math Facts in a Flash). Goals 1 and 2
CCSD Project Allocation $3,500.00 AIMS WebPlus for reading/math diagnostic progress monitoring (Grades 1-5). Goals 1, 2 and 3
State Funding $80,000.00 Grand funded Read by Grade Three Learning Strategist Goals 1 and 2
Software program for students in K-5 identified as Language Deficient for Achieve
ELL State/District Funding $3,000.00 Goals 1, 2 and 3
3000 and Imagine Learning licenses.
District General Funds/Budget $2,500.00 Purchase of MAPS diagnostic assessments for grades 4 and 5 (state only funds K-3). Goals 1 and 2
Site-Based Funding $15,000.00 Purchase half of math textbooks for grades 1-5. Goal 1
To pay for 1 additional hour for each special education resource room aide, to
District General Funds/Budget $5191.00 Goals 1, 2 and 3
provide full day of support to students with IEPs.
District General Funds/Budget $500.00 Substitute release time for teachers to analyze data across grade levels. Goals 1 and 2

Last Date Review/Revised By Planning Team - 02/23/2018 Page 10 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

APPENDIX A - Professional Development Plan  

1.1
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules developed for all staff to conduct intervention blocks with
targeted students.
 
 
Goal 1 Additional PD Action Step (Optional)
 
 
2.1
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules developed for all staff to conduct intervention blocks with
targeted students.
 
 
Goal 2 Additional PD Action Step (Optional)
 
 
3.1
All staff will participate in a professional development session provided by the District's Equity and Diversity Department school representative. Throughout the school year, counselor will provide
training on instructional strategies with dealing with unmotivated students, students of poverty, and love & logic.
 
 
Goal 3 Additional PD Action Step (Optional)

Last Date Review/Revised By Planning Team - 02/23/2018 Page 11 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

APPENDIX B - Family Engagement Plan  

1.2
Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA and Math sessions, provide access to our in-school technology
programs at home.
 
 
Goal 1 Additional Family Engagement Action Step (Optional)
 
 
2.2
Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA and Math sessions, provide access to our in-school technology
programs and at home.
 
 
Goal 2 Additional Family Engagement Action Step (Optional)
 
 
3.2
 
 
Goal 3 Additional Family Engagement Action Step (Optional)

Last Date Review/Revised By Planning Team - 02/23/2018 Page 12 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 1
Priority Need/Goal 1:
All students will increase proficiency in Math from X% to X% as measured by the state summative assessments.
 
Measurable Objective(s):
Increase the percent of proficiency within the general population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
Increase the percent proficiency within the IEP subgroup population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
Increase the percent proficiency within the ELL subgroup population in grades three through five in math from XX% to XX% as measured by the 2019 state assessments.
 

Status
On Task
 
Comments:

1.1 Professional Development:
1.2 Family Engagement:
1.3 Curriculum/Instruction/Assessment:
1.4 Other:
 

Mid-Year End-of-Year
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules
1.1
developed for all staff to conduct intervention blocks with targeted students.

Progress

Barriers

Next Steps

Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA and Math
1.2
sessions, provide access to our in-school technology programs at home.

Progress

Last Date Review/Revised By Planning Team - 02/23/2018 Page 13 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Barriers

Next Steps
Students within target subgroups receive Math/ELA instruction during intervention blocks, differentiated instruction (targeting all students
1.3 scoring at or below 50th percentile as measured in the AIMs diagnostic and the 40th percentile as measured by MAPS assessment),
continual data analysis of weekly progress monitoring scores.

Progress

Barriers

Next Steps

1.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/23/2018 Page 14 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 2
Priority Need/Goal 2:
Increase the Median Growth Percentile in ELA from X% to X% by 2019 as measured by the state summative assessments and reported on the Nevada School Performance Framework.
 
Measurable Objective(s):
Increase the Median Growth Percentile within ELA within the general student population in grades three through five from XX% to XX% as measured by the 2019 state summative
assessments and reported by the Nevada School Performance Framework.
Increase the Median Growth Percentile within ELA within the IEP population subgroup in grades three through five from XX% to XX% as measured by the 2019 state summative assessments
and reported by the Nevada School Performance Framework.
Increase the Median Growth Percentile within ELA within the ELL population subgroup in grades three through five from XX% to XX% as measured by the 2019 state summative assessments
and reported by the Nevada School Performance Framework.
 

Status
On Task
 
Comments:

2.1 Professional Development:
2.2 Family Engagement:
2.3 Curriculum/Instruction/Assessment:
2.4 Other:
 

Mid-Year End-of-Year
All staff will receive updated training on school-wide diagnostic assessments to target instruction for the identified objectives. Schedules
2.1
developed for all staff to conduct intervention blocks with targeted students.

Progress

Barriers

Next Steps

Provide continual support materials to parents on assisting students at home. Conduct a learning fair specifically targeting ELA and Math
2.2
sessions, provide access to our in-school technology programs and at home.

Last Date Review/Revised By Planning Team - 02/23/2018 Page 15 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Progress

Barriers
Next Steps
Students within target subgroups receive ELA instruction during intervention blocks, differentiated instruction (targeting all students scoring
2.3 at or below 50th percentile as measured in the AIMs diagnostic and the 40th percentile as measured by MAPS assessment), continual data
analysis of weekly progress monitoring scores.

Progress

Barriers

Next Steps

2.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/23/2018 Page 16 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

APPENDIX C - Monitoring/Evaluation  

Priority Need/Goal 3
Priority Need/Goal 3:
Increase percentage of school-based personnel trained in cultural competency.
 
Measurable Objective(s):
100% of staff will participate in a mandatory site-based collaboration time to include cultural competency professional development session during the 2018-2019 school year as measured
by sign-in sheets.
 

Status
On Task
 
Comments:

3.1 Professional Development:
3.2 Family Engagement:
3.3 Curriculum/Instruction/Assessment:
3.4 Other:
 

Mid-Year End-of-Year
All staff will participate in a professional development session provided by the District's Equity and Diversity Department school
3.1 representative. Throughout the school year, counselor will provide training on instructional strategies with dealing with unmotivated
students, students of poverty, and love & logic.

Progress

Barriers

Next Steps

3.2

Progress

Last Date Review/Revised By Planning Team - 02/23/2018 Page 17 Nevada Department of Education - June 2017
Nevada Department of Education Cox, David M ES  2018-2019
Clark County School District

Barriers

Next Steps

3.3

Progress

Barriers

Next Steps

3.4

Progress

Barriers

Next Steps

Last Date Review/Revised By Planning Team - 02/23/2018 Page 18 Nevada Department of Education - June 2017